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  • 1.
    Hegender, Henrik
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Stigmar, Martin
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Universitetspedagogik i praktiken: Sexton lärartexter om pedagogisk utveckling.2013Report (Other academic)
    Abstract [sv]

    Denna publikation är ett exempel på hur kunskap om universitetspedagogisk utveckling kan kommuniceras. Att kommunicera är en av flera viktiga delar av Scholarship of Teaching and Learning (SoTL). SoTL är ett internationellt etablerat fenomen som tydliggör det viktiga och komplexa uppdrag som universitetslärare har, nämligen att i sin profession på ett kreativt, kritiskt och integrerat sätt undervisa, forska samt kommunicera med omgivande samhälle. Att kommunicera och initiera ett lärande om forskningsgrundad kunskap på ett adekvat sätt är därigenom ett centralt pedagogiskt uppdrag tillsammans med såväl forskarkollegor och studenter, som med människor i omgivande samhälle. Ofta kräver detta ett vetenskapligt språk, men också ett mer populärvetenskapligt förhållningssätt. Det betyder att en didaktisk (undervisande) förmåga gynnar de tre uppdragen som alla olika universitetsläraranställningar vilar på. I de texter som presenteras i rapporten får du läsa om några av Linnéuniversitetets lärares identifierade pedagogiska problem eller lösningar, av ämnesdidaktisk eller allmänpedagogisk karaktär. De har alla relevans för kunskapsbildande och kunskapsspridande aktiviteter på grundnivå, avancerad nivå, forskarutbildningsnivå eller forskningsnivå. Texterna utgår från lärarnas många olika ämnen: kemi, socialt arbete, musik, svenska, psykologi, ekonomi, biologi, design, statistik, skog och trä och litteraturvetenskap.

  • 2.
    Sandstedt, Thomas
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Education. UPC.
    Stigmar, Martin
    Växjö University, Faculty of Humanities and Social Sciences, School of Education. UPC.
    Om kriterer för avhandlingar: -form, struktur, innehåll och socialisation2007Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Vad krävs för att en avhandling skall bli godkänd? En avhandling bedöms kontinuerligt under hela forskarutbildningen - finns det vedertagna kriterier för hur den bedömningen går till? Om kriterier för avhandlingar är inte en normativ bok om hur avhandlingar kan eller skall skrivas. Istället skall den ses som ett kritiskt diskussionsunderlag för forskarstuderande och handledare.

  • 3.
    Sandstedt, Thomas
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Stigmar, Martin
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Underkända avhandlingar: – en kartläggning av underkända avhandlingar vid sex universitet inom tre skilda fakultetsområden , det humanistiska-, rätts- samt samhällsvetenskapliga under perioden 1984-2003.2006In: Didaktisk Tidskrift, ISSN 1101-7686, Vol. 16, no 1, p. 7-19Article in journal (Other academic)
    Abstract [sv]

    Sammanfattning: Syftet med artikeln är att kartlägga om avhandlingar blivit underkända under betygsnämndens sammanträde och på vilka bevekelsegrunder ett eventuellt underkännande skett. Tre avgränsningar gjordes, nämligen: till de humanistiska-, rätts- och samhällsvetenskapliga fakultetsområdena, tidsperioden 1984-2003, samt till de sex etablerade universiteten. Kartläggningen baseras på sökningar i elektroniska databaser samt genom skriftliga svar från 21 fakultetskanslier. Resultatet visar att fjorton fall av underkända avhandlingar har inrapporterats från Lunds- (sex), Stockholms (sex) - och Uppsala universitet (två). I tio av de inrapporterade fallen har betygsnämnden varit enig och vid fyra tillfällen har meningsskiljaktigheter förekommit. Fem av avhandlingarna är författade inom juridik och tre inom konst-, teater och filmvetenskap. Tre områden framstår som särskilt kritiska vad avser bevekelsegrunder för underkännande, nämligen: akribi, metodfrågor samt resultat och analys.

  • 4.
    Silander, Charlotte
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Stigmar, Martin
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Motiv, mål och upplevda resultat avseende svensk högskolepedagogisk utbildning: [Motives, Goals and Perceived Outcomes of Higher Education Teacher Training Courses in Sweden]2016In: NU 2016, Malmö, 15-17 juni, 2016, 2016Conference paper (Refereed)
    Abstract [en]

    This paper provides an analysis of the motives, goals and perceived result of Higher Education Teacher Training courses (HETT) at Swedish universities. A growing demand on improved quality of teaching and learning in Swedish higher education have led to an increased number of Educational Development Units at universities as well as to a higher turn-out of teachers taking part in HETT. In addition, this has come with substantial investments in launching and organizing university units for educational development. Despite the demand on improved quality of teaching and learning in Swedish higher education, there is only limited research on the result of HETT courses. Existing training courses seem to embed a diverse set of goals, different expectations from course instructors and participants and in terms of result more research on HETT is needed. 

    This study sets out to focus on perceived result of former course participants in HETT courses. Four groups of stakeholders are in focus: 1) students, 2) university teachers, 3) the university management and 4) the government. The overall question to be explored is: What different expectations do these stakeholders have on HETT regarding course motives and goals and what perceived result do they see. While motives and goals are mainly analyzed in existing documents, perceived outcomes are collected through interviews.

     

    .

  • 5.
    Silander, Charlotte
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Stigmar, Martin
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Motives, Goals and Perceived Outcome of Higher Education Teacher Training Courses in Sweden2016In: International Consortium of Educational Development (ICED), 2016 Conference, Ethics, Care and Quality in Educational Development, Cape Town, 22-25 November, 2016., 2016Conference paper (Refereed)
    Abstract [en]

    What are the motives for engaging in Higher education development courses? This question is of interest for educational developers, teachers, university managers and policy makers in order to design courses and to meet stakeholder´s expectations. Previous research has mainly focused the impact of higher education development courses on teacher practice and student learning. Few studies has investigated the motives behind these courses or addressed how the result is used by higher education institutions. In this paper the motives and perceived result is investigated among students, teachers, university management and the government. Preliminary result indicate a variety of motives among stakeholders.

  • 6.
    Stigmar, Martin
    Växjö University, University Center for Educational Development.
    Att knyta samman teori och praktik i universitetslärarprofessionen.: Högskoleverkets Kvalitetskonferens, 2007, Umeå2007Conference paper (Refereed)
  • 7.
    Stigmar, Martin
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Att utvecklas som universitetslärare2009In: Högskolepedagogik: att vara professionell i högskolan, Stockholm: Liber , 2009, 1, p. 32-44Chapter in book (Other academic)
  • 8.
    Stigmar, Martin
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Bridging Theory and Practice in Higher Education. 2010Conference paper (Refereed)
  • 9.
    Stigmar, Martin
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Faculty Development through an Educational Action Programme2008In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 27, no 2, p. 107-120Article in journal (Refereed)
    Abstract [en]

    A number of countries, including Sweden, are reconsidering traditional teaching and learning methods in Higher Education. This article describes the work of implementing an Educational action programme to support faculty development. The work has been organised by an educational developer at the Educational Development Unit (EDU). Representatives of six university departments and the library have participated in cooperation with EDU on five occasions during one year. The result confirms the value of making one’s colleagues aware of the action programme. In this process the unit head plays an important supportive role. The value of forming local work teams is emphasised and the need for continuous documentation of the work. One strategy that has become a model for the implementation work is first to raising an awareness of the educational action programme, and then invite to participation and exchange among colleagues, which in turn leads to responsibility and long-term strategic planning.   

  • 10.
    Stigmar, Martin
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Högskolepedagogik: att vara professionell som lärare i högskolan2009Collection (editor) (Other academic)
    Abstract [sv]

    I antologin Högskolepedagogik. Att vara professionell som lärare i högskolan diskuterar forskare och lärare verksamma vid Växjö universitet olika aspekter av det förändrade läraruppdraget i högskolan. Kapitlen belyser bland annat lärarrollen, handledning av examensarbeten, studenters informationssökning, utformningen av kursutvärderingar, examination och betygssättning samt lärares pedagogiska meritering. Genom en rad problematiserande exempel ur vardagen reflekterar författarna kring hur undervisningsuppdraget bättre kan förstås och utvecklas. Kapitlen i bokens avslutande del övergår till att betrakta det förändrade läraruppdraget i ljuset av de övergripande mål och riktlinjer som styr och reglerar högskolans verksamhet. Bidragen handlar bland annat om högskolans organisation och styrning, det komplexa arbetet med mångfaldsfrågor och internationalisering samt möjligheter och farhågor med införandet av flexibel utbildning. Boken vänder sig till forskare och lärare som undervisar på universitet och högskola samt deltagare i högskolepedagogiska kurser.

  • 11.
    Stigmar, Martin
    Växjö University, University Center for Educational Development.
    ICT and learning: From transmission to reflection: Cal ’07. Development, Disruption & Debate – D 3. 26-28 March, 2007. Trinity College, Dublin2007Other (Other academic)
  • 12.
    Stigmar, Martin
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Lärarrollen-tankar från forskningscirklar: Universitetslärarrollen2007Report (Other academic)
  • 13.
    Stigmar, Martin
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Metakognition och Internet: Om gymnasieelevers informationsanvändning vid arbete med Internet2002Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis describes what happens when a group of high-school students practice their ability to reflect upon their learning (metacognitive training) and then solve tasks with information collected on the Internet. The overall aim of the thesis is to make an explorative investigation to find out if exercises of metacognitive type can support the use of information for high-school students in their work with the Internet. The dissertation also aims at making clear what significance certain pre-requisites have for metacognitive training, ie if the students attend vocationally or theoretically oriented programmes and the attitude of the teacher towards metacognitive exercises. There are a number of reasons why I have chosen to investigate the field of learning and information and communication technology (ICT). The use of the Internet to search for information in school work has increased. An important reason to investigate these issues is that the use of ICT in itself doesn´t seem to mean improved learning, according to existing research. A central question to study is where the pedagogical surplus value lies in the use of the Internet in school work? In the thesis it is argued that it is not enough to provide schools with computers and Internet connections, but that something more is needed in order to achieve a development in teaching with ICT. During one year 40 students in theoretically and vocationally oriented programmes are being monitored together with their English teachers, in four different actions. The collection of data was done exploratively by interviews, logbook notes, observations and the SOLO-taxonomy. The result is accounted for in four case studies. During the action the professionalism of the teacher in creating beneficial teaching environments, by contextualizing the metacognitive exercises to things that challenge the students' internal motivation, turned out to be central. Furthermore it was shown that the students in the vocationally oriented programmes had most use of developing their reflective ability.

  • 14.
    Stigmar, Martin
    Linnaeus University, The University Administration.
    Peer-to-peer Teaching in Higher Education: A Critical Literature Review2016In: Mentoring & Tutoring, ISSN 1361-1267, E-ISSN 1469-9745, Vol. 24, no 2, p. 124-136Article in journal (Refereed)
    Abstract [en]

    The aim of my critical literature review is to identify studies where students are engaged as partners in teaching in higher education and to analyze how tutors and tutees benefit from peer teaching. Thirty studies were included for review. Thirteen countries are represented and two thirds of the studies conducted in the United States of America or the United Kingdom. There is a significant representation of studies from natural- and physical science. The dominating pedagogical belief and theory is social constructivism. The most frequent study design is the use of quasi-experimental pre- and post-testing. University teachers do not comprise the view of peer teaching necessarily resulting in greater academic achievement gains or deep learning. University teachers identify and esteem other pedagogical benefits such as improving students’: critical thinking, learning autonomy, motivation, collaborative and communicative skills. The main finding of this review is the clarification that the training of generic skills benefits from peer teaching. © 2016 Informa UK Limited, trading as Taylor & Francis Group.

  • 15.
    Stigmar, Martin
    Växjö University, University Center for Educational Development.
    Pros and cons with predetermined criteria for doctoral theses2007In: Nordic Association for Educational Research, 35 th Congress in Turku, Nordic Perspectives of Lifelong Learning In the New Europe., 2007Conference paper (Refereed)
  • 16.
    Stigmar, Martin
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Reflektioner kring bild och lärande2007Collection (editor) (Other (popular science, discussion, etc.))
    Abstract [sv]

    Skriftens syfte är att presentera olika synsätt på bildämnet, och att utgöra ett diskussionsunderlag för olika målgrupper såväl internt som externt, t.ex. personalen vid Instituionen för Pedagogik, bildlärare samt potentiella studenter. I antolgin presenteras sex stycken essäer som har utformats av respektive författare och som ska betraktas som personliga ställningstagande till bildämnet.

  • 17.
    Stigmar, Martin
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Scholarship of Teaching and Learning When Bridging Theory and Practice in Higher Education2010In: International Journal for the Scholarship of Teaching & Learning, ISSN 1931-4744, E-ISSN 1931-4744, Vol. 4, no 2Article in journal (Refereed)
    Abstract [en]

    This article reports the outcomes of a literature review and empirical data. The aim isto provide a rationale for why bridging the well documented theory-practice gap iscritical for helping academics to develop as teachers in the scholarship of teaching.The question of how Boyer’s concept of scholarship, with a special focus on thescholarship of application and the relation between theory and practice can be takenin consideration when arranging teaching and learning in higher education, isdiscussed. It is argued that an inclusive nature of relationships between theory andpractice is a holistic necessity for professional development. This work builds onprevious studies of professional development by Dreyfus and Dreyfus. The resultsuggests that a well organized mentorship in combination with active participantsare two strategies to interweave theory with practice in teacher training in highereducation in order to support the scholarship of teaching.

  • 18.
    Stigmar, Martin
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Teacher Support in a Research Circle when introducing Smart boards2010Conference paper (Other academic)
  • 19.
    Stigmar, Martin
    Växjö University, University Center for Educational Development.
    Teacher support in a Research Circle when Introducing Smart Boards2009In: Proceedings of E-learn 2009: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, 2009Conference paper (Refereed)
  • 20.
    Stigmar, Martin
    Växjö University, University Center for Educational Development.
    The Modified Role of University Teachers in ICT-supported Flexible Learning.: Iadis, 2009, Web Based Communities. Algarve, Portugal June, 2009.2009Conference paper (Refereed)
  • 21.
    Stigmar, Martin
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Uppdrag för och organisation av pedagogiska utvecklingsenheter.2012Conference proceedings (editor) (Refereed)
    Abstract [sv]

    Mot bakgrund av förändringar inom högskolesektorn på senare tid vill vi undersöka pedagogiska utvecklingsenheters uppdrag och organisation. Som en del av en större studie ordnade vi på konferensen en RundaBordsdiskussion där vi bad våra kollegor diskutera pedagogiska enheters uppdrag och forskningsanknytning av detta, enheternas organisation samt uppföljning av uppdraget. Vi samlade in deras sammanfattningar av diskussionerna. Deltagarna menade att uppdraget omfattade stöd till pedagogisk utveckling i mycket vid mening inkluderande kurser och eget förändringsarbete. Forskningsanknytning ansågs viktig och för några innefattar det egen forskning. Synpunkterna på organisation var att enheten måste vara förankrad både i ledning och i lärarnas verksamhet, men konkreta förslag var få. Uppföljning av uppdrag gjordes genom statistik och enkäter, både direkt efter kurs och senare.

  • 22.
    Stigmar, Martin
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Uppdrag för och organisation av pedagogiska utvecklingsenheter2012Conference paper (Other academic)
  • 23.
    Stigmar, Martin
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Edgren, Gudrun
    Lund University.
    Att leda förändring genom högskolepedagogisk utbildning2011In: SUHF:s konferens om "Att leda högre utbildning" 14-15 november 2011, Stockholm, KI 465052, 2011Conference paper (Refereed)
  • 24.
    Stigmar, Martin
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Edgren, Gudrun
    Lund University.
    Performing research at university centers for academic development - an explorative case study in Sweden2017In: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324, Vol. 22, no 3, p. 199-210Article in journal (Refereed)
    Abstract [en]

    The aim is to explore the absence or presence of, and motives for, research at centers for academic development and to problematize the research situation among academic developers. Boyer's and Healey's theories are used as lenses for the analysis based on the questionnaires that were used for data collection. The conclusion is that research is a challenging and sensitive area for university centers for academic development, and that both teaching positions and research funds are needed. Research is usually not included in the missions of centers; staff do not normally hold research positions. Unclear research directions and opposing interests weaken the centers' ability to hire qualified staff and deliver high-quality teaching.

  • 25.
    Stigmar, Martin
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Edgren, Gudrun
    Lund University.
    Uppdrag för och organisation av enheter för pedagogisk utveckling vid svenska universitet2014In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 4, no 1, p. 49-65Article in journal (Refereed)
    Abstract [sv]

    Pedagogiska utvecklingsenheter är organiserade på olika sätt och utsatta för täta omorganisationeroch studien syftar till att klargöra vilka överväganden som kan ligga till grund förenheternas uppdrag och organisation. Tolv universitet i Sverige har kartlagts genom granskningav hemsidor, telefonintervjuer med ansvariga för enheterna samt tre rundabordssamtalvid konferenser. Resultatet visar att i uppdraget ingår typiskt att arrangera högskolepedagogiskutbildning, erbjuda konsultativt högskolepedagogiskt utvecklingsstöd och främja universitetspedagogiskterfarenhetsutbyte. Det fanns inga samband mellan uppdrag och organisationsform.Informanterna såg det som ett problem att forskning inte ingick i uppdraget och attorganisation och finansiering förhindrade forskning. Organisatoriska konsekvenser av krav påforskningsanknytning av högskolepedagogisk utbildning är att pedagogiska enheter kommeratt vara fristående centrumbildningar, del av en institution eller utgöra en egen institution.

  • 26.
    Stigmar, Martin
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Karlsudd, Peter
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    On-line Education, More Than One-way Education?2009In: Journal of Emerging Technologies in Web Intelligence, ISSN 1798-0461, Vol. 1, no 1, p. 77-87Article in journal (Refereed)
    Abstract [en]

    The aim of the evaluation research described is by critically examining an in-service education course, to give 25 university teachers a foundation for developing and improving their activities with a focus on flexible learning and ICT-supported education. In the final examination task the participants performed an educational activity with the aim of increasing their own understanding of the area and simultaneously spread the interest in and knowledge of ICTsupported education to colleagues and students. The results show that the degree of freedom offered in the course was not appreciated by all. Too great a freedom of choice may lead to negative consequences for interaction and throughput. This conflicting interest between a desire to maximize flexibility and avoidance of dropouts is problematized. A necessary reconceptualisation in faculty development, from organizing teacher-centred learning situations towards student-centred, is made explicit. This suggests some concrete advice to organizers of flexible education, namely the value of: i) fast feedback; ii) holistic planning; iii) functioning technology; iv) relevant course literature and v) clear goals. The principle of making the participants immediately test their newly acquired knowledge by passing it on to their colleagues was positively received by everyone.

  • 27.
    Stigmar, Martin
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Karlsudd, Peter
    “Pass it on! Shared knowledge and competence”.2008In: The International Conference on Technology, Communication and Education, 2008Conference paper (Refereed)
    Abstract [en]

    Summary

    The aim of the evaluation research described is by critically examining an in-service education course, to give university teachers a foundation for developing and improving their activities with a focus on flexible learning and ICT-supported education. In the final examination task the participants performed an educational activity with the aim of increasing their own understanding of the area and simultaneously spread the interest in and knowledge of ICT-supported education to colleagues and students.

    The results show that the degree of freedom offered in the course was not appreciated by all. Too great a freedom of choice may lead to negative consequences for interaction and throughput. This suggests some concrete advice to organizers of flexible education, namely the value of: i) fast feedback; ii) holistic planning; iii) functioning technology; iv) relevant course literature and v) clear goals. The principle of making the participants immediately test their newly acquired knowledge by passing it on to their colleagues was positively received by everyone.

  • 28. Stigmar, Martin
    et al.
    Körnefors, Rune
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Medieteknologi.
    Pagden, Nicholas
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Medieteknologi.
    The University Teacher Role in ICT-supported Flexible Learning2006In: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, USA, 2006Conference paper (Refereed)
    Abstract [sv]

    Abstract: During the last decade there have been extensive investments in order to stimulate ICT-supported flexible learning. The increased interest in flexible learning has heightened the need for a critical analysis of the consequences of on-line teaching. However, critics argue that the new teacher role has not yet been thoroughly scrutinized. The aim of this paper is to trigger a debate about the changes and challenges related to the modified teacher role at universities. The methodology follows empirical data from interviews and literature surveys as well as our own experience in different flexible courses and continuous training of colleagues. Results of this study problematize both positive and negative implications on the teacher role in ICT-supported flexible learning, e.g. tendencies of teacher de-professionalization, increased ICT-vulnerability and uncertainty of quality in learning outcome.

  • 29.
    Stigmar, Martin
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Ljungquist, UrbanVäxjö University, Faculty of Humanities and Social Sciences, School of Management and Economics.Thorin, Eva
    Om examination och lärande2008Collection (editor) (Other (popular science, discussion, etc.))
  • 30.
    Stigmar, Martin
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Lundberg, Lennart
    Växjö University, University Center for Educational Development.
    Flexibel utbildning i högskolan2009In: Högskolepedagogik: att vara professionell som lärare i högskolan, Stockholm: Liber , 2009, 1, p. 237-253Chapter in book (Other academic)
  • 31.
    Stigmar, Martin
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Pagden, Nicholas
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Körnefors, Rune
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    The Modified Role of University Teachers in ICT-supported Flexible Learning2012In: Intelligent Decision Technologies, ISSN 1872-4981, Vol. 6, no 2, p. 113-121Article in journal (Refereed)
    Abstract [en]

    During the last decades there have been extensive investments in order to stimulate ICT-supported flexible learning. The increased interest in flexible learning has heightened the need for a critical analysis of the consequences of on-line teaching. However, critics argue that the new teacher role has not yet been thoroughly scrutinized. The aim of this paper is to trigger a debate about the changes and challenges related to the modified teacher role at universities. The methodology follows empirical data from interviews and literature surveys as well as our own experience in different flexible courses and continuous training of colleagues. Results of this study problematize both positive and negative implications on the teacher role in ICT-supported flexible learning, e.g. tendencies of teacher de-professionalization, increased ICT-dependency and uncertainty of quality in learning outcome. In conclusion our findings emphasize the need for increased teacher training in using ICT in educational settings.

  • 32.
    Stigmar, Martin
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Sandstedt, ThomasLinnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
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